Seekonk Public Schools

Bullying Prevention and Intervention Plan

The Department of Elementary and Secondary Education (Department) created a Model Bullying Prevention and Intervention Plan required under M.G.L. c. 71, § 37O, in consultation with state agencies, school personnel, advocacy organizations, and other interested parties. The Model Plan’s format parallels the draft Behavioral Health and Public Schools Framework, and is designed to be used by schools and school districts as a framework for developing local Plans. In some sections there are examples of specific language that can be incorporated into local Plans, and in others there are recommendations for decision-making and planning strategies. Seekonk Public Schools used the format in the MA DESE’s model plan to develop their own Bullying Prevention and Intervention Plan.

TABLE OF CONTENTS

I.LEADERSHIP…...... 2

II.TRAINING ANDPROFESSIONALDEVELOPMENT...... 4

III.ACCESS TO RESOURCESANDSERVICES…...... 6

IV.ACADEMIC ANDNON-ACADEMICACTIVITIES…...... 8

V.POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYINGANDRETALIATION…………………………………………………… 10

VI.COLLABORATIONWITHFAMILIES…...... 14

VII.PROHIBITION AGAINST BULLYINGANDRETALIATION…...... 16

VIII.DEFINITIONS…...... 16

IX.RELATIONSHIP TOOTHERLAWS...... 17

APPENDIX A:WitnessReportingFormAPPENDIX B:Incident InquiryForm

Seekonk Public Schools is committed to the provision of an educational atmosphere free from bullying, cyber-bullying and retaliation (Chapter 92 of the Acts of 2010, Section 5, Section 37O(d)(i)) in order to create a safe, caring, and respectful learning environment for all students. This Model Plan is updated to reflect M.G.L. c. 71, 37O as amended by Sections 72 –74 of Chapter 38 of the Acts of 2013, which changed the definition of “perpetrator” to include “a member of a school staff, including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional.” The amendment also made the plan applicable to school staff, including but not limited to, the individuals listed in the amended perpetrator definition.

I.LEADERSHIP

The Bullying Prevention and Intervention Plan (“Plan”) is a comprehensive approach to addressing bullying and cyberbullying, and our schools and district is committed to working with students, staff, families, law enforcement agencies, and the community to prevent issues of violence. In consultation with these constituencies, we have established this Plan for preventing, intervening, and responding to incidents of bullying, cyberbullying, and retaliation.

The principal is responsible for the implementation and oversight of the Plan.

Leadership, school and district administrators, at all levels will play a critical role in developing and implementing Bullying Prevention and Intervention Plans (“the Plan”) in the context of other whole school and community efforts to promote positive school climate. Leaders have a primary role in teaching students to be civil to one another and promoting understanding of and respect for diversity and difference. Leadership is responsible for setting priorities and for staying up-to-date with current research on ways to prevent and effectively respond to bullying. It is also the responsibility of leaders to involve representatives from the greater school and local community in developing and implementing thePlan.

  1. Public involvement in developing the Plan. A Bullying Task Force consisting of the Superintendent, district and school administrators, teachers, professional support personnel, parents, and community resource members including the police and local counselingagency, met on several occasions to develop this plan and to discuss its implementation in the Fall of 2010. Initially, the task force met as a whole group and subsequently met in small groups to address specific areas of the plan. It was then publicly presented at the November and December of 2010 televised School Committee meetings with a draft posted on our district website for public comments andinput.
  1. Assessing needs and resources. Seekonk Public Schools has historically maintained a positive and supportive school climate; however, this initiative will serve to enhance and support our response to bullying issues. This plan outlines a district blueprint to enhance capacity in order to prevent and respond to issues of bullying within the context of other healthy school climate initiatives. As part of the planning process, school leaders, with input from families and staff, should assess the adequacy of current programs; review current policies and procedures; review available data on bullying and behavioral incidents; and assess available resources including curricula, training programs, and behavioral health services. This “mapping” process will assist schools and districts in identifying resource gaps and the most significant areas of need. Based on these findings, schools and districts should revise or develop policies and procedures; establish partnerships with community agencies, including law enforcement; and setpriorities.

Consider doing the following to allow for initial and periodic needs assessments: 1) surveying students, staff, parents, and guardians on school climate and school safety issues; and 2) collecting and analyzing building-specific data on the prevalence and characteristics of bullying (e.g., focusing on identifying vulnerable populations and “hot spots” in school buildings, on school grounds, or on school buses). This information will help to identify patterns of behaviors and areas of concern, and will inform decision-making for prevention strategies including, but not limited to, adult supervision, professional

development, age-appropriate curricula, and in-school support services. The Plan should describe the methods the school will use to conduct needs assessments, including timelines and leadership roles. In other words, it will include ongoing monitoring and review of the efficacy of the plan through the quarterly assessments completed by building principals and crisis response team members.

.C. Planning and oversight. Plans should identify the school or districtleadersresponsiblefor the following tasks under thePlan:

Building Principal and/or Assistant Principal Responsibilities:

receive reports onbullying;

collect and analyze building- and/or school-wide data on bullying to assess the present problem and to measure improvedoutcomes;

Administrative Team (school and district administrators) responsibilities:

create a consistent process for the identification, documentation, responseand

follow- up of incidents related to victims andperpetrators;

lead the parent or family engagement efforts and draft parent informationmaterials;

plan for the ongoing professional development that is required by thelaw;

plan supports that respond to the needs of victims andperpetrators;

choosing and implementing the curricula that the school or district willuse;

Responsibilities of members of the school committee, the superintendent, and administrative team:

develop new or revised policies and protocols under the Plan, including anInternet safety policy, and designate key staff to be in charge of implementation ofthem;

amend student and staff handbooks and codes ofconduct;

review the Plan annually and update it at leastbiennially.

D. Priority statements. Priority statements can be used to communicate within the Plan the school’s or district’s vision in creating and implementing its bullying prevention and intervention strategies.

The school or district expects that all members of the school community will treat each other with civility and with respect for differences.

The school or district is committed to providing all students with a safe learning environment that is free from bullying and cyberbullying. This commitment is an integral part of our comprehensive effort to promote learning, and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process.

We understand that members of certain student groups, based on actual or perceived differentiating characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have 1 or more of these characteristics may be more vulnerable to becoming victims of bullying, harassment, or teasing. The school ordistrict

will take specific steps to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing.

We will not tolerate any unlawful or disruptive behavior, including any form of bullying, cyberbullying, or retaliation, in our school buildings, on school grounds, or in school- related activities. We will investigate promptly all reports and complaints of bullying, cyberbullying, and retaliation, and take prompt action to end that behavior and restore the victim’s sense of safety. We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities, and parent or guardian involvement.

Seekonk Public Schools is committed to the provision of an educational atmosphere free from bullying, cyber-bullying and retaliation (Chapter 92 of the Acts of 2010, Section 5, Section 37O(d)(i)) in order to create a safe, caring, and respectful learning environment for all students.

Chapter 92 of the Acts of 2010 requires that each school district develop and adhere to a bullying prevention plan. Elements to be included in the plan include but are not limited to how to report bullying, clear procedures for responding and investigating, the range of disciplinary sanctions available, strategies for protecting the victim(s), notification to parents/guardians of the victim(s) and perpetrator(s), and ongoing professional development for all staff members. These plans must be updated every other year.

Seekonk Public Schools’ bullying prevention plan will be developed consistent with the requirements of Chapter 92 of the Acts of 2010 This Model Plan is updated to reflect

M.G.L. c. 71, 37O as amended by Sections 72 –74 of Chapter 38 of the Acts of 2013, which changed the definition of “perpetrator” to include “a member of a school staff, including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessionals.”

Seekonk Public Schools shall provide age-appropriate instruction on bullying prevention in each grade. This instruction shall be incorporated into the curriculum, be evidence- based, and information about it must be made available to parents and guardians.

The law requires that a school district’s bullying prevention plan include a provision for ongoing professional development be provided to all educators, administrators, school nurses, school secretaries, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, and to paraprofessionals in the prevention, identification, and response to bullying, cyberbullying, and internet safety.

II.TRAINING AND PROFESSIONALDEVELOPMENT

A.Annual staff training on the Plan. Annual training for all school staff, including but not limited to educators, administrators, bus drivers, administrative assistants, counselors, school nurses, instructional and supervisory aides, cafeteria workers, custodians and maintenance staff, bus drivers, athletic coaches, and advisors to extracurricular activities,and

paraprofessionals. The annual training for al school staff on the Plan will include staff duties under the Plan, an overview of the steps that the principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula to be offered at all grades throughout the school or district. Staff members hired after the start of the school year is required to participate in school-based training during the school year in which they are hired. This will include training in new and existing classroom curricula in this area. Mentors will be responsible for this training.

B.Ongoing professional development. The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify, and respond to bullying. As requiredby

M.G.L. c. 71, § 37O, as added by Chapter 92 of the Acts of 2010, the content of school-wide and districtwide professional development will be informed by research and will include current and up-to-date information on:

(i)developmentally (or age-) appropriate strategies to preventbullying;

(ii)developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents, especially during transitiontimes;

(iii)information regarding the complex interaction and power differential that can take place between and among a perpetrator, victim, and witnesses to thebullying;

(iv)research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the schoolenvironment;

(v)information on the incidence and nature of cyberbullying;and

(vi)Internet safety issues as they relate tocyberbullying.

Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students’ Individualized Education Programs (IEPs). This will include a particular focus on the needs of students with autism or students whose disability affects social skills development.

Additional areas identified by the school or district for professional development includes ongoing support in:

•promoting and modeling the use of respectfullanguage;

•fostering an understanding of and respect fordiversity;

•building relationships and communicating withfamilies;

•an understanding of communityresources;

•constructively managing classroombehaviors;

•applying constructive disciplinary practices including positive behavioralintervention strategies;

•teaching students skills including but not limited to positive communication, anger management, and empathy forothers;

•engaging students in school or classroom planning and decision-makingas developmentally appropriate;and

•maintaining a safe and caring classroom environment for allstudents.

•Engaging staff and those responsible for the implementation and oversight of the Plan to distinguish between acceptable managerial behaviors designed to correct misconduct, instill accountability in the school setting etc. and bullyingbehaviors.

C.Written notice to staff. The school or district will provide all staff with an annual written notice of the Plan by publishing information about it, including sections related to staff duties, in the school orientation handbooks, district websites, and building disciplinepolicies.

III.ACCESS TO RESOURCES ANDSERVICES

A key aspect of promoting positive school climates is ensuring that the underlying emotional needs of victims, perpetrators, families, and others are addressed. The Plan describes the strategies for providing supports and services necessary to meet these needs. In order to enhance the school’s or district’s capacity to prevent, intervene early, and respond effectively to bullying, available services reflect an understanding of the dynamics of bullying and provide approaches to address the needs of victims and perpetrators. The Plan includes a strategy for providing counseling or referral to appropriate services for perpetrators, victims, and family members of those students.

A.Identifying resources. The following in-house staff provides support services and guidance for the district for perpetrators and victims and for appropriate family members of saidstudents.

Staffing:

  • Guidance Counselors (2 for grades 6-8, 2.6 for grades9-12)
  • Psychologists(4)
  • Elementary and Secondary Adjustment Counselors (1each)
  • Nurses(4)
  • Health Educators(2)
  • School Resource Officer(1)
  • Administrators:

i.District Administrators(3)

ii.Principals(4)

iii.Assistant Principals (3: 1 at the middle school and 2 at the highschool)

  • Positive Behavior Support Teacher (1 atMartin)
  • ProfessionalStaff
  • Teacher SupportTeams
  • Bullying TaskForce

Current Agency Collaterals:

  • Community Counseling of Bristol County(CCBC)
  • Seekonk HumanServices
  • Seekonk PoliceDepartment
  • MA StatePolice
  • Bristol County Sheriff’sOffice
  • Bridgewater Curriculum Leadership Center(CLC)
  • Taunton Juvenile Court/DistrictCourt
  • Massachusetts Aggression Reduction Center at BSU(MARC)
  • SouthCoastCollaborative

B.Counseling and other services. In addition to the resources listed in the first section, to assist Seekonk Public Schools’ administration and employees in providing counseling and other services, the following community/state agencies may be accessed to provide additional support to students andfamilies:

Current Agency Collaterals:

  • Community Counseling of Bristol County(CCBC)
  • Seekonk HumanServices
  • Seekonk PoliceDepartment
  • MA StatePolice
  • Bristol County Sheriff’sOffice
  • Bridgewater Curriculum Leadership Center(CLC)
  • Taunton Juvenile Court/DistrictCourt
  • Massachusetts Aggression Reduction Center at BSU(MARC)
  • SouthCoastCollaborative

Counseling and Other Services:

  • Community Counseling of Bristol County(CCBC)

i.Bi-LingualCounselors

ii.IHT (In HomeTherapy)

  • Dr. KevinPlummer
  • Student InterventionPlans
  • CounselingGroups
  • Social SkillsGroups
  • IndividualCounseling
  • School-Wide AwarenessAssemblies
  • Advisories
  • Gay/Straight Alliance (GSA) at the HighSchool
  • Parent InformationNights
  • School-Wide RecognitionPrograms
  • Special Education Parent AdvisoryCouncil

C.Students with disabilities. As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the Team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, orteasing.

Student with disabilities:

  • TEAM will utilize SPS Services or CommunityResources
  • If we have information that a student with disabilities or impairment is involved in some way, regardless of whether or not he/she is a perpetrator or victim, the IEP will address that issue. A goal related to that behavior will be added to the IEP, if not already included. If there is information that a student with disabilities is vulnerable to being bullied then a goal can also be added to anIEP.